Jordan Bassett

In this episode of the Innovative Schools Podcast, we sit down with Larry Thompson, creator of Responsibility-Centered Discipline (RCD), to explore how educators can help students take ownership of their actions, develop self-control, and build the internal strength needed to succeed both in and out of the classroom. Learn why traditional discipline methods fall short and how shifting the focus from compliance to coaching creates lasting change.🔑 Key Takeaways:✔️ What Responsibility-Centered Discipline (RCD) is and why it works✔️ Why self-control is like a muscle—and how educators can “spot” students as they grow✔️ The difference between controlling students and coaching them✔️ How to create “mastery moments” that build student confidence✔️ Why external rewards can hurt long-term growth✔️ Practical strategies for turning tough moments into teachable ones💬 Memorable Quotes:🗣️ “Self-control is kind of like a muscle—and you can strengthen that in a person.” 🗣️ “We want kids to feel strong when they meet a goal, not when they oppose authority.”🗣️ “Relationships are built through proper spotting more than through fun games.”🗣️ “Motivation is just a measurement of your self-control.”🗣️ “You can only lift other people’s weight so long before you get sick of it.”🧠 Strategies You’ll Learn:Framing expectations as skills instead of rulesHow to “spot” students like a coach during difficult momentsThe thumbs-up/thumbs-down check-in method to build student self-awarenessShifting classroom culture from compliance to collaborationEncouraging student self-reflection and honestyCoaching from a place of mastery instead of control📚 Resources & Links:🔗 Give 'Em Five – Official RCD Website🔗 Subscribe to the Innovative Schools Podcast for more powerful conversations!❤️ Love This Episode?✅ Share it with a fellow educator!⭐ Rate & review to help more teachers find this show💬 Join the conversation on social media or in your next staff meeting

In this episode of the Innovative Schools Podcast, host Jordan sits down with Dr. John Almarode, a professor at James Madison University and an expert in student engagement. We will dive into the critical distinctions between engagement and entertainment in the classroom, explore the levels of engagement, and discuss actionable strategies to ensure students are actively processing and retaining information. Dr. Almarode also shares insights from his research on Visible Learning and the importance of making student thinking visible.Key Topics Covered:The definition and importance of student engagement in the classroomHow engagement differs from entertainmentThe common pitfalls educators fall into when trying to engage studentsThe continuum of engagement: active disengagement, passive disengagement, passive engagement, and active engagementStrategies for making student learning visibleHow to assess and measure student engagement effectivelyThe impact of different teaching methods on student retention and comprehensionPractical ways educators can shift the cognitive load to students for deeper learningKey Takeaways:Engagement is not a simple yes/no concept; it exists on a continuum.Entertainment can grab students' attention, but what happens after is what truly matters.Students learn best when they are actively processing, organizing, and integrating new information.Making student learning visible through writing, discussion, and reflection enhances retention and comprehension.Traditional lecture-based teaching has a low impact on learning, while active strategies like discussion and self-assessment have much higher effectiveness.Resources Mentioned:Teacher Clarity (New Edition) by John Almarode (Available Now)How Learning Works Playbook by John AlmarodeHow Feedback Works Playbook by John AlmarodeJohn Hattie's Visible LearningConnect with Dr. John Almarode:Website: johnalmarode.comFacebook: John AlmarodeX (Twitter): @JTAlmarodeCall to Action:Reflect on engagement in your own classroom: What does it look like? How do you measure it?Try implementing one of the strategies discussed to make student thinking more visible.Share this episode with fellow educators who might benefit from a deeper understanding of engagement.Subscribe to the Innovative Schools Podcast and leave a review to help us reach more educators!Stay Connected:Follow Innovative Schools on https://www.instagram.com/innovativeschoolspodcast/

In this episode of the Innovative Schools Podcast, hosts Jordan and Liz sit down with Jessica Sinarski, an expert in education and counseling, to discuss how movement in the classroom can minimize disruptive behavior and enhance learning. Jessica introduces the concept of proprioception—a hidden sense that affects body awareness and regulation—and explains how teachers can incorporate movement strategies to support students, particularly those with sensory processing challenges or trauma histories.Jessica shares practical ways educators can use movement to create a more focused and engaged classroom environment. From jumping challenges to the "Bubblegum Club," she provides simple yet effective strategies that can help students self-regulate and optimize their learning experience.What You’ll Learn in This Episode:How movement impacts classroom behavior and student learning.The importance of proprioception and why it's a game changer in education.Common signs that students may need more proprioceptive input.Practical movement strategies teachers can easily integrate into their classrooms.The role of proprioception in self-regulation and emotional well-being.Key Quotes:“Great teachers can create a space for students to regulate themselves and engage in learning.”“It’s not us against our students. We are on the same team, working to light up the learning brain.”“When kids’ needs are met, they are more able to learn. And when teachers’ needs are met, they are more able to teach.”Resources & Links:Download Jessica’s Free Guide to Proprioception: www.BraveBrains.com/PROPELearn more about Brave Brains, Jessica’s organization: www.jessicasinarski.com/bravebrainsCheck out Jessica’s book Light Up the Learning Brain: www.jessicasinarski.com/lightRegister for the Innovative Schools Summit in Orlando (March 20-23, 2025): www.innovativeschoolssummit.com/OrlandoStay Connected:Follow Innovative Schools on www.instagram.com/innovativeschoolspodcast/

Welcome to the first episode of the Innovative Schools podcast! In this episode, host Jordan sits down with Joseph Cope, a Responsibility Centered Discipline (RCD) master trainer, to discuss the challenges and rewards of working in Title 1 schools. They explore classroom management, self-control, and how educators can create a space for every student to succeed—even those who present challenges.Joseph shares his journey from elementary to middle school education, his experiences in Title 1 schools, and the lessons he learned along the way. He provides insight into how teachers can foster intrinsic motivation, set boundaries while maintaining student dignity, and manage their own emotional well-being to prevent burnout.What You’ll Learn in This Episode:The reality of working in Title 1 schools and the unique challenges students face.Why traditional classroom management strategies may not always work—and what to do instead.How to create a space for students to choose self-regulation and self-control.The importance of maintaining student dignity while addressing behavioral issues.Strategies to prevent teacher burnout and sustain a fulfilling teaching career.Key Quotes:“Great teachers can create a space for students to choose to change behavior for themselves.”“Self-control is like a muscle—you have to use it for it to grow.”“Sometimes, we have to save ourselves from ourselves by protecting our heart with a level of skill.”Resources & Links:Learn more about Responsibility Centered Discipline: https://www.givemfive.com/Interested in bringing Joseph to your school for professional development? https://www.givemfive.com/contact/Thank you for joining us for this episode! We look forward to continuing this conversation and learning together in future episodes of the Innovative Schools podcast.